assessing experiential learning in graduate and professional … · 2019-09-17 · assessing...
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ASSESSING EXPERIENTIAL LEARNING IN GRADUATE AND PROFESSIONAL
EDUCATION: WHAT DOES THE FUTURE HOLD?
Judith A. Halstead, PhD, RN, ANEF, FAANExecutive Director
National League for Nursing Commission for Nursing Education Accreditation2018 Assessment Institute, October 23, 2018
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Current Challenges in Higher Education
■ Affordability and accessibility
■ Value to society and consumer (student)
■ Funding cuts
■ Emphasis on institutional performance outcomes
■ Pursuing innovation vs. Preserving tradition
■ Academic freedom
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Current Challenges in Graduate/Professional Education
■ Preparing competent graduates with relevant skills
■ Transition into practice
■ Pursuing innovation vs. Preserving tradition
■ Interprofessional collaboration in education and practice
■ Shrinking resources
■ Qualified, experienced faculty
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Will the systems that have served us in the past continue to serve us in the future? Are they serving us now?
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Role of Effective Assessment
■ Promotes learning in cognitive, psychomotor, affective domains through feedback
■ Facilitates attainment of identified competencies and outcomes
■ Promotes development of self-assessment skills in learners■ Allows for continuous quality improvement of curriculum
(program evaluation)■ Enhances teaching/learning strategies
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ASSESSMENT OF EXPERIENTIAL LEARNING
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Importance of Experiential Learning in the Professions
■ Apply theory to practice
■ Explore interrelationship of concepts
■ Develop critical thinking, decision-making, problem-solving skills
■ Engage learners
■ Facilitates professional identity formation
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Assessing Outcomes of Experiential Learning
■ Clearly defined expected student learning outcomes■ Meaningful assessment of student learning depends upon
an intentional alignment of assignments to the achievement of the expected outcomes
■ Meaningful assignments translate expected outcomes into K,S, A that can be envisioned and assessable
■ Assignments are assessments, providing data on what students know and are able to do
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Assessing Outcomes through Assignments
■ Outcomes are achieved through a collection of learning experiences
■ Essential for there to be connections between and among the assignments in your curriculum to achieve outcomes
■ The Power of Assignments - - Faculty collaboration, reflective practice, support for meaningful improvement– Hutchings, Jankowski, Schultz (2016)
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Assignment Design Process: Critical to Achieving Outcomes
■ “What is the most important purpose in this assignment?”
■ “What so you want to see from students and what is the difference between a strong performance and a less developed one?”
■ “How is this assignment related to other assignments in the course?” (or other courses, or the curriculum at large)?– Hutchings, Jankowski, Schultz (2016)
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Critical Elements of Assignments:Assignment Template
■ Clearly identify the primary task of the learner – what are the learners to do?
■ Specify how the task should be undertaken and the outcomes communicated
■ You expect a response to the assignment – how extensive should that response be?– Ewell, 2013
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Shulman’s Table of Learning: Educating Professionals
■ Engagement and motivation■ Knowledge and understanding■ Performance and action■ Reflection and critique■ Judgment and design■ Commitment and identity
– Shulman (2002)
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ENTRUSTABLEPROFESSIONAL ACTIVITIES
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Impetus for EPAs
■ Experiential learning has long relied on the amount of time spent on task as a measure of achievement (competence)
■ Increasing gap between expectations in the practice world and the performance of our graduates
■ Need to re-examine our way of assessing competence and managing the transition from learner to practitioner
■ EPA’s emerging as a framework for assessing competence
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Defining EPAs
■ Entrusting the learner to perform a selected activity unsupervised based upon demonstrated competency
■ What are the essential tasks of the profession?
■ What knowledge, skills, attributes are needed to perform those essential tasks and lead to an entrustment decision?
■ Provides a framework for curricular development and assessment
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Developing EPAs
■ Collective responsibility of the profession to define EPAs■ Identify the essential work of the discipline’s professionals■ Define core set of competencies, develop EPAs that are
observable, measurable■ Develop strategies to assess the competencies■ Transition into practice – EPAs for education and practice■ Shared interdisciplinary EPAs
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ROLE OF ACCREDITATION IN ASSESSMENT
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Purpose of Accreditation
■ Protect the public and students - accountability
■ External validation of quality of a program and its educational practices
■ Enables students to transfer credits/continue education
■ Employers may seek graduates from accredited programs
■ Peer-driven, form of self-regulation
■ Continuous quality improvement; self-assessment of program outcomes
■ Title IV gatekeeping function – provides access to federal funds
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Challenges Facing Accreditation
■ Under increasing scrutiny for not holding institutions accountable
■ Student outcomes focused on by the federal government: completion rates, licensure/certification rates and employment rates
■ Seen as a barrier to institution/program innovation and risk-taking
■ Achieving rigor, promoting innovation and honest self-assessment, and encouraging flexibility in meeting student learning needs
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Reauthorization of the Higher Education Act (HR 4508 – Prosper Act)
■ Focus on student learning and educational outcomes
■ Differentiated review of institutions and programs
■ Review of competency-based education
■ Promote innovation
■ Demonstrate accountability, credibility and transparency
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Impact of Accreditation on Professional Education and Assessment■ Promotes a focus on continuous quality improvement and quality
assurance
■ Does not set the direction for the profession; accreditation standards are set based upon the profession determines is essential for producing qualified graduates
■ Collaboration framework – profession, educators,
accreditors can drive achievement of core
competencies
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FUTURE DIRECTIONS
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Designing Future Educational Systems
■ Competency-based, time variable education (Macy Foundation, 2018)
■ Identified professional outcomes, core competencies■ Systematic assessment frameworks that support and measure
achievement of the identified outcomes/competencies –individual and aggregate
■ Education, training, practice continuum/linkages (Macy Foundation, 2018; Halstead, 2016)
■ Interdisciplinary approaches to identifying core professional competencies
■ System redesigns that connect education and practice to produce desired outcomes
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Faculty Development: What is Needed?
■ Fostering basic competencies in assessment and evaluation strategies and learner assessment that is competency-driven
■ Developing faculty with expertise in designing assessment frameworks, managing and tracking assessment data, performance dashboards, using technology to support system redesign
■ Requiring a shift in teaching philosophy – formative assessment with constructive feedback that fosters “readiness for entrustment”
■ Preparing learners for their role in assessment
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Summary
■ Addressing transition into practice is one of the biggest challenges facing professional graduate education
■ Effective and intentional assessment of experiential learning is key to achieving desired outcomes
■ Working collaboratively to strengthen our assessment models will increase the quality in our educational programs
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References
■ Ewell, P. (2013). The Lumina Degree Qualifications Profile: Implications for assessment. (Occasional paper No. 16) Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment
■ Hutchings, P. Jankowski, N. & Schultz, K. (2016). Designing effective classroom assignments: Intellectual work worth sharing, Change, Jan/Feb, pp. 7 – 15.
■ Josiah Macy Jr. Foundation (2018). Conference proceedings, Atlanta, Georgia, June 2017, Achieving competency-based, time-variable health professions education, February 2018.
■ National Academies of Sciences, Engineering, Medicine (2016). Exploring the role of accreditation in enhancing quality and innovation in health professions: Proceedings of a workshop. Washington, DC: The National Academies Press.
■ Shulman, L. (2002). Making differences. A table of learning. Change,34(6), 36-44.
■ Wagner, L., Dolansky, M., & Englander, R. (2018), Entrustable professional activities for quality and patient safety, Nursing Outlook, 66, 237-243.